Learning Activity 4

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Welcome back to English for

Personal

Communication!
Will learn some Hortatory Exposition texts by observing the text’s social
function, structure, and lexico-grammatical features. able to use a mind
map to comprehend the text. use on a daily basis as a language learner.
The task given will require you to use analytical approach.

Learning Outcomes
Attitude
To uphold and apply religious values, moral values, ethical values,
personal and social values (honesty, discipline, accountability,
independence), care and respect for differences and diversity, tolerance,
peace, collaboration, and nationalism.
Knowledge
 To understand, apply, and compare the social functions, text structures,
and lexico-grammatical features of a number of hortatory exposition
texts in regard to the contexts of situation;
 To apply the knowledge to engage in social functions with hortatory
exposition texts, in contextually acceptable text structures and lexico-
grammatical features.
Skills
 To demonstrate the differences and similarities between a number
of hortatory exposition texts from varied contexts of situation, in regard
to the social functions, text structures, and lexico-grammatical features.
 To produce a number of hortatory exposition texts for contextually
acceptable social functions, with contextually acceptable text structures
and lexico-grammatical features.
 Unit Learning Outcomes

 To present two hortatory exposition texts with contextually different

social functions, text structures, and lexico-grammatical features
 To explain the contextual differences and similarities between
the hortatory exposition texts in regard to the social functions, text
structures, and lexic-ogrammatical features.
 To write a number of hortatory exposition texts for contextually
acceptable social functions, with contextually acceptable text structures
and lexico-grammatical features.

Learning Materials

Learning materials in this activity will be divided into two main sections:
Key Features of the Text and Meaning Making Task. Study them carefully
and do each of the tasks that follows.

Key Features

Hortatory Exposition Texts Social Function

To persuade the readers or listeners that something should or should
not be the case.

Generic Structure
 Thesis: Announcement or issue of concern.

 Argument: Reasons for concern, leading to recommendation.

 Recommendation: Statement of what ought or ought not to happen.

Significant Lexico-grammatical Features

1. Focus on generic human and non-human participants, except for
speaker or writer referring to self.

2. Use of

 Mental Processes: to state what writer thinks or feels about issue e.g.
realize, feel, appreciate.
 Material Processes: to state what happens e.g. is polluting, drive, travel,
spend, should be treated.

 Relational Processes: to state what is or what should be.

 Use of simple present tense.

Source: (Gerot, L., & Wignell, P. (1994). Making sense of functional

grammar.

Meaning Making Tasks

This section is divided into three parts. The first part, Getting to Know
with Hortatory Exposition Texts, includes a number of tasks in which
you will be guided to familiarize (1) the social functions, (2) the text
structures, and (3) the lexico-grammatical features of hortatory
exposition from three different contexts of situation. The second part is
for you to identify differences and similarities of hortatory exposition
texts with regard to the social functions, text structures, and lexico-
grammatical features. The third part is constructing hortatory
exposition texts in which you will have to write one hortatory exposition
texts to properly address the social functions, the text structures, and
the lexico-grammatical features.
Instructions
Text 1
In all the discussion over the removal of lead from petrol there doesn’t
seem to have been any mention of difference between driving in the city
and the country.

While I realize my leaded petrol car is polluting the air wherever I drive, I
feel that when you travel through the country, where you only see
another car every five to ten minutes, the problem is not as severe as
when traffic is concentrated on city roads.

Those who want to penalize older, leaded petrol vehicles and their
owners don’t seem to appreciate that, in the country, there is no public
transport to fall back upon and one’s own vehicle is the only way to get
about.

I feel that country people, who often have to travel huge distances to the
nearest town and who already spend a great deal of money on petrol,
should be treated differently to the people who live in the city.

(Source: Gerot, L., & Wignell, P. (1994). Making Sense of Functional

Grammar).

Text 2
The Impact of Tsunami

The Asian 2004 tsunami was probably the worst natural disaster in
human memory because of the numbers of people affected. Many
studies have been written about its impact on human life, communities
and livelihoods. In this context, the fisheries sector has featured
prominently as one of the areas most affected by the disaster. This
study focuses on the issue whether or not fishery resources were
affected by the tsunami, particularly in Indonesia and Sri Lanka, the two
most impacted countries. The answer to this question is fundamental to
promote necessary efforts to recover fishery livelihoods in the regions.

Data from the Aceh Province Fisheries Statistics Yearbooks (1995–2005

shows there was a general decrease then an increase in the overall
number of boats from 1994 to 2004, but part of this was attributable to
switching from many small boats to a smaller number of larger boats
 with inboard engines. Using only data on total number of boats, not the
details of their capacity, the catch per boat increases from 4.4
tonnes/boat/year in 1994 to 8.4 tonnes/boat/year in 1998. Between
2002 and 2004 catch per boat decreased while the number of boats
increased and production fluctuated. The number of vessels and the
catch per vessel are almost mirror images and the best catches over the
past decade tended to occur when the total number of boats was below
15 000.

Minimal provincial fisheries data are available for the period since the
tsunami, but at Lampulo, Banda Aceh, it was possible to obtain some
monthly data on catch, catch per boat, trips and number of boats
between February 2004 and May 2006. These data show that catch per
boat and total catch actually increased in 2005 and 2006 compared with
2004. This is considered to be related to the reduced number of boats
and fishing trips after the disaster.

The quantity and productivity of marine fish resources in Sri Lanka is

driven by the presence of a narrow continental shelf and the lack of
significant areas of upwelling. Between 1977 and 1980, acoustic surveys
of coastal waters were undertaken to estimate a potential yield of about
250,000 tonnes/ year. The yearly data give a good picture of how the
fisheries were behaving over longer time frames before the tsunami. The
monthly catch data show significant seasonal patterns that tend to
repeat over the years and different responses to the tsunami which can
be highlighted as follows:

 Monthly total catches in Batticaloa, Sri Lanka, quickly rebounded after

February/March 2005 so that catches were back in the normal range for
that time of year. At Ampara catches rebounded but not back to the
monthly equivalent levels of 2004.
 For small pelagic species one district showed an increase in catches
after the tsunami, two districts had lower catches a year after the
tsunami, while four districts showed no difference in catches and a
continuation of long-term trends within a few months of the tsunami.
The available evidence shows that overall, impacts of the tsunami on
fisheries are more related to ongoing and new tsunami-related “human”
factors, rather than the physical or biological effects of the disaster on
resources and ecosystems. That is, existing over-exploitation trends
had already brought many of the fisheries under severe stress before
the tsunami.

(Adapted from http://www.fao.org/3/a-ai000e.pdf